Number Of Full-time Faculty Members Research Articles

Trends in Research and Graduate Programs in Schools and Colleges of Pharmacy, Part 1: Programs

Objective. To examine the landscape of research and graduate education nationally and within schools and colleges of pharmacy. This report is part 1 of a three-part series and focuses on graduate programs' research funding and science faculty composition and diversity. Findings. Between FY2008 and FY2017, the number of full-time faculty members in schools and colleges of pharmacy increased 36%. The number of pharmacy schools with National Institutes of Health (NIH) awards increased by 15%, while NIH grants per faculty principal investigator (PI) increased by 31%. However, unadjusted for inflation, the mean NIH dollar amount per-faculty member PI increased just 14% and the mean NIH dollar amount per-school declined 7%, indicating that number of funded faculty outpaced dollars available. Proportionately, the percentage of science faculty members at pharmacy schools decreased from 47% to 43%. Only 15 public, research-intensive schools and colleges of pharmacy received more than half of the combined FY2017 NIH funding and total funding, while all other public and private schools and colleges of pharmacy shared the remaining funds. Interdisciplinary programs are developing slowly, and may help to diversify and increase future funding. Proportions of tenured and tenure-track positions are declining, but biological sciences and social and administrative sciences disciplines are growing and women faculty are making significant gains in these fields and at the assistant professor rank. Summary. Research-intensive schools and colleges of pharmacy are best-positioned to lead the academy to reframe graduate education to build interdisciplinary team skills and attract more diverse funding and science faculty members.

The World's Scientific Authority and Health-Related Challenges.

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ABC Model of Research Productivity and Higher Educational Institutional Ranking

Institutional Ranking has become a common practice in higher educational institutions, and business schools are the most benefitted by such ranking announced worldwide based on various ranking criteria. The ranking is usually based on pedagogy, placement, research output, faculty-student ratio, international linkage, management of technology etc. In this paper, based on six postulates, we have argued and analysed why the performance of higher educational institutions should be based on sole criteria of Institutional Research Performance (IRP). We have developed a model of measuring research productivity for higher educational institutions based on calculating institutional research index and weighted research index. The institutional research productivity is calculated using a metric which consists of three institutional variables and one parameter. The three variables identified are the following : Number of Articles published in peer reviewed journals (A), Number of Books published (B), and Number of Case studies and/or Book Chapters (C) published during a given time of observation. The parameter used is a number of full-time Faculty members (F) which remains constant during a given period of observation. A framework for institutional ranking based on institutional research productivity by considering calculated Institutional Research Index is also developed which can be used to give grades to higher educational institutions. Further, the model is tested by making use of case example of two best Business Schools from the USA and two best Business Schools from India. The value of research index and weighted research index are calculated for these institutions and observed variation of research productivity during last four years is also studied and discussed.

Study on Research Productivity in World Top Business Schools

Institutional Ranking in higher educational institutions became common practice and business schools are highly benefitted by the announced worldwide ranks based on various ranking criterions. The ranking is usually announced based on pedagogy, placement, research output, faculty-student ratio, international linkage, management of technology etc. We have developed a model of calculating research productivity of higher educational institution based on calculating institutional research index and weighted research index. The institutional research productivity is calculated using a metric which consists of three institutional variables and one parameter. The three variables identified as the number of Articles published in peer reviewed journals (A), the number of Books published (B), and number of Case studies and/or Book Chapters (C) published during a given time of observation. The parameter used is the number of full-time Faculty members (F) in that higher education institution which remains constant during a given period of observation. In this paper, we have used ABC model of institutional research productivity to calculate annual research productivity of some of the world top business schools. The annual publication data for the year 2015 is collected from the respective institutional websites. The research productivity of these institutions are determined and compared. Based on research productivity index, and corrected research productivity index, the Business Schools are re-ranked. The parameters used in Financial Times (FT) Ranking system is compared with the features of ABC research productivity ranking model.

Designing A Transmedia Entertainment Business Management Curriculum

IntroductionAs the number, variety, and availability of postsecondary educational offerings in the entertainment business increases, so grows the body of scholarship on the content, development, and delivery of entertainment industry curricula. This is particularly true in the music sector, where the industry terrain continues to shift dramatically. Hill (2003), Marcone (2004), McCain (2002), and Sobel (2007), are among the advocates for a careful re-examination of music curricula and represent a small sample of the voices contributing to a vital and necessary dialogue. Less abundant, however, is the literature on pedagogy or andragogy1 specific to other sectors of the entertainment industry, and more particularly, the business thereof. As Collis, McKee, and Hamley (2010) note, as recently as 2010 there were still relatively few university degree or certificate programs training the next generation of business-oriented producers of televisual content, even though the technical production of film and TV has been taught for decades at many renowned institutions of higher learning. As such it's no surprise that scholarship on teaching and learning the business of producing per se has not attracted as much attention in the academic canon. Rarer still are those educational institutions and programs that train producers of transmedia entertainment-that is, entertainment that unfolds across multiple media platforms, with each new text making a distinctive and valuable contribution to the whole (Jenkins 2006, 97-98).The aim of this case study is to describe the evolution of one such transmedia entertainment business program curriculum from a constructivist perspective, outlining its goals, design principles, main methods of assessment, successes, challenges, and finally presenting some observations arising from the implementation and delivery of the program between 2010 and 2015 at the author's home institution.Rationale for Program RedevelopmentThe original Vancouver Film School (VFS) Entertainment Business Management program (EBM) was implemented in early 2006 as a natural complement to the range of entertainment production offerings at Vancouver Film School, which had grown gradually and organically from a single class in film production in 1987 (Vancouver Film School 2016). By the time the EBM program was launched, the traditional VFS program model was well established: each one-year, entertainment production-oriented offering is comprised of six terms of roughly two months each, and approximately 1,000 contact (classroom) hours. With rare exceptions, each individual, accelerated course consists of seven instructional sessions of three hours each, and aside from a relatively small number of full-time faculty members and staff members in each program, instructors are primarily (if not exclusively) current industry executives and practitioners. The school now houses a dozen such intensive technical/vocational programs including Programming for Games and Interactive, 3D Animation, and Sound Design. With a focus on hands-on learning of production tools and techniques, each student graduates with a portfolio of entertainment productions.As originally designed, the EBM program bore only a superficial resemblance to this distinctive VFS model; it had all the basic duration and layout features, but lacked the production-oriented focus of the other VFS programs. The EBM student's portfolio was mainly limited to business documents like production plans, budgets, marketing assets, and so on, with the assumption or expectation that these would be used to produce the entertainment after graduation. In contrast, the other, less technologically oriented programs like Acting or Writing for Audiovisual Media culminated in a portfolio of productions, or at least one capstone project (typically a short film), for each graduate. Thus, EBM differed in its absence of course content devoted specifically to production methodology. …

Global Competition, US Research Universities, and International Doctoral Education: Growth and Consolidation of an Organizational Field

The heightened mobility of resources, ideas, and cultural practices across national borders—commonly known as “globalization”—entails changes in the contexts in which US research universities operate. We draw on recent developments in neo-institutional theory to understand these changes and their implications for the ways in which US universities compete for international doctoral students. Quantitative analyses of university-level data from 1990 to 2006 identify significant predictors of growth in this field, including state appropriations and state-supported research expenditures for public universities and net tuition receipts and number of full-time faculty members for private universities. We also highlight the ways in which returns have intensified, declined, or held relatively constant over time.

Ranking the dermatology programs based on measurements of academic achievement

The only dermatology rankings in the past were based on National Institutes of Health (NIH) funding and journal citations. To determine the highest ranking academic dermatology programs based on 5 outcome measures and on an overall ranking scale. To the best of our knowledge, this is the first report to rank the dermatology programs on 4 of the following outcome measures of academic achievement and with an overall ranking. We collected extensive 2001 to 2004 data ranging from total publications to grant funding on 107 U.S. dermatology programs and their full-time faculty. Data from part-time and volunteer faculty were not used. Publications in 2001 to 2004; NIH funding in 2004; Dermatology Foundation grants in 2001 to 2004; faculty lectures in 2004 delivered at national conferences; number of full-time faculty members who were on the editorial boards of the top 3 U.S. dermatology journals and the top 4 subspecialty journals We used the 5 outcome measures to tabulate the highest ranking programs in each category. Using a weighted ranking system, we also tabulated the overall top 30 dermatology programs based on these 5 outcome measures. We were not able to determine the total amount of NIH funding in dollars of the dermatology divisions. The impact factors of the journal in which these publications appeared was not factored into our calculations. Since faculty members may collaborate on the same publication, some publications may have been double-counted. In descending order, the 5 highest ranked academic programs are the University of Pennsylvania; University of California, San Francisco; Yale-New Haven Medical Center; New York University; and University of Michigan. This ranking system may allow residents and faculty to improve the academic achievements at their respective programs.

The Programs and Context of Medical Education in Argentina

There are 29 medical schools in Argentina (this number has increased rapidly in the last decade) offering a 6-year curriculum that usually consists of 3 years of basic science, 2 years of clinical sciences, and one internship year. Annually, 5,000 physicians graduate from these programs. Admission requirements vary depending on each university's policy. Some do not have entry requirements; others require a course, usually on the basics of mathematics, biology, chemistry or physics, and some introduction to social and humanistic studies. Each year, there are approximately 12,000 first-year medical students attending the 29 schools, which suffer a high dropout rate during the first years because of vocational problems or inability to adapt to university life. Some schools have massive classes (over 2,000 students), which makes it difficult for the schools to perfect their teaching. The number of full-time faculty members is low, and some of them have appointments at more than one medical school. Residency programs offer an insufficient number of places, and fewer than 50% of the graduates can obtain a residency position because of strict admission requirements. Coordination between the Ministry of Health, representing the health care system, and the Ministry of Education, representing the medical education system, needs to be improved. Despite the problems of medical education in Argentina, the movement to improve the education of health care workers is growing. The author offers two recommendations to help accomplish this goal.

Educational Programs in US Medical Schools, 2004-2005

The educational environment affects the outcomes of medical education, including the characteristics and distribution of medical school graduates. To report the status of variables related to medical education that represent areas that recently have been in flux or have potential impact on health care delivery. Descriptive survey study comparing selected results of the Liaison Committee on Medical Education Annual Medical School Questionnaire between 2004-2005 and 1994-1995. The questionnaire was sent to the deans of all 125 LCME-accredited medical schools. Response rate was 100% in both years. Overall trends between 1994-1995 and 2004-2005 in the size and composition of the medical school faculty, the numbers of medical school applicants and students, requirements for passage of the US Medical Licensing Examination, medical student work hours, the use of computers in the educational program, the geographic pipeline from entry to medical school to entry to graduate medical education, and the educational background of medical school deans. The number of full-time faculty members increased from 90 016 in 1994-1995 to 119 025 in 2004-2005 (a 32% increase) while the number of medical students remained constant at about 67 000. In 2004-2005, 11% of medical school deans held MD and PhD degrees, 6% held MD and MBA degrees, 4% held MD and MPH degrees, and 2% held an MD and another degree (such as JD). In 2004-2005, 68% of all first-year medical students were residents of the state in which the medical school is located and a mean of 43% of 2005 graduates remained in the same state as the medical school for graduate medical education; results were similar in 1995. In 2004-2005, 58 schools (46%) required students to have their own computers and 35 (28%) to have their own personal digital assistants. In 2004-2005, night call was less common in the family medicine, internal medicine, pediatrics, and psychiatry clerkships compared with 1994-1995. Although most students remain in their home state for medical school, most students leave the medical school state for residency. Factors external to the medical school, such as funding mechanisms and regulations from the public and private sectors, may be having an impact on faculty size and composition, and on the geographic pipeline of students into medical school and residency training.

Roscoe R. “Ike” Robinson

Roscoe R. “Ike” Robinson

Educational programs in US medical schools, 2003-2004.

US medical schools continue to change their organizational structures, staffing patterns, and educational programs. To review the status of US medical school educational programs in the 2003-2004 academic year, compared with 1993-1994. The Liaison Committee on Medical Education (LCME) Annual Medical School Questionnaire for 2003-2004 and the Association of American Medical Colleges Directory of American Medical Education for the years 1983-1984, 1993-1994, and 2003-2004. The number of full-time faculty members in the 126 LCME-accredited medical schools increased from 90 975 in 1993-1994 to 114 549 in 2003-2004 (+26%), whereas the number of enrolled students remained essentially unchanged (66 453 in 1993-1994 and 67 166 in 2003-2004). In 2003-2004, 48% of medical school deans held another title at the medical center or university level, such as vice president for health affairs. There are 94 medical schools that have a comprehensive clinical examination using the standardized patient/objective structured clinical examination format; 59 schools require students to pass this examination for graduation. As of spring 2004, 58 schools will require students in the class of 2005 to pass the new US Medical Licensing Examination Step 2 Clinical Skills examination. The role of the medical school dean has expanded over time and is associated with the creation of a discrete administrative structure for the educational program. The number of full-time medical school faculty continues to increase, whereas the number of enrolled students remains steady. Considerable variability exists among medical schools in their use of standardized clinical evaluations.

Educational programs in US medical schools, 2002-2003.

To better provide medical students with the knowledge, skills, attitudes, and values they will need as physicians, US medical schools continue to make ongoing changes to their staffing and curricula. To review the status of US medical education in the 2002-2003 academic year, compared with 1997-1998. The Liaison Committee on Medical Education (LCME) Annual Medical School Questionnaire, the Association of American Medical Colleges (AAMC) Databook, and the AAMC Data Warehouse: Applicant Matriculant File. Data evaluated included those on medical school faculty, applicants, and students; curriculum hours devoted to new multidisciplinary or nontraditional subject areas (eg, cultural diversity, evidence-based medicine, medical ethics, medical informatics); and methods used to evaluate student learning. The number of full-time faculty members in the 126 LCME-accredited medical schools increased from 96 773 in 1997-1998 to 109 526 in 2002-2003 (+13.2%). The number of applicants entering decreased from 43 016 in 1997-1998 to 33 625 in 2002-2003 (-21.8%). The number of enrollees remained virtually unchanged from 1997-1998 (66 748) to 2002-2003 (66 677). Most medical schools have incorporated new subject areas into their curricula, although time devoted to these areas varies across schools. Schools typically use written examinations (National Board of Medical Examiners subject tests and/or internally prepared examinations) to assess factual knowledge, and observations by faculty members and residents to assess clinical skills. Use of standardized methods (eg, an objective structured clinical examination [OSCE]) to assess clinical skills is variable; 82 schools use a final third- or fourth-year comprehensive OSCE; 53 require a passing OSCE score for graduation. While the number of applicants to US medical schools has continued to decline, student numbers are constant. The number of full-time faculty members has increased. Schools are incorporating new subject areas into their curricula, and the use of standardized methods of assessing clinical skills, while variable, is generally increasing.

Educational programs in US medical schools, 1999-2000.

We used data from the 1999-2000 Liaison Committee on Medical Education Annual Medical School Questionnaire, which had a 100% response rate, and other sources to describe the status of medical education programs in the United States. In 1999-2000, the number of full-time faculty members was 102,446, a 4.3% increase from 1998-1999. The number of basic science faculty increased by less than 0.5%, while the number of clinical faculty increased by about 5%. There were 38,529 medical school applicants in 1999, a 6% decrease from 1998. Women constituted 45.8% and underrepresented minorities made up 12.1% of the 1999-2000 first-year class. New content, such as alternative medicine and cultural competence, and new methods of instruction, such as computer-based learning, are being incorporated by many schools. Seventy schools (56% of the total) require students to pass both Step 1 and Step 2 of the US Medical Licensing Examination for advancement or graduation, an increase from 62 schools (50%) in 1998-1999. The use of standardized methods of assessment, such as objective structured clinical examinations, to evaluate students' clinical performance was highly variable among schools. JAMA. 2000;284:1114-1120

Budget Cuts and Administrative Bloat

T financial constraints on U.S. colleges and universities in recent years have forced students to cope with fewer options and larger classes. One limited survey in 1992 reported that more colleges and universities than in an earlier study were simultaneously increasing the size of classes, reducing the number of full-time faculty, and increasing teaching loads. Class sizes were growing most rapidly in introductory and lower-division courses. In addition to economies in the classroom, academic administrators have tried other ways to deal with the dollar gap. Some have deferred maintenance. Others have raised tuition and fees. A number of institutions report that they have been tightening budgets for some non-student-funded undergraduate activities. Nevertheless, while making savings in some areas, administrators have as a class greatly proliferated, putting a new strain on institutional budgets. One set of statistics shows that between 1975 and 1990, college and university enrollments rose 10 percent, the number of full-time faculty members increased 21 percent, and administrative positions grew 42 percent. On most campuses senior administrators are served by a growing number of minions called “associate,” “vice,” “deputy,” “assistant,” and “assistants to” in dealing with academic, research, administrative, graduate, student, athletic, public relations, development, business, and alumni matters. To be sure, there is a greater need for administrative involvement in record keeping, financial aid, fundraising, compliance with state and federal government regulations, and expanding student and faculty services. Faculty show little interest in taking on any of these tasks. Indeed, they constantly complain of being overburdened with administrative responsibilities as it is. As a consequence of the growing demand for more middle-level administrative personnel, fewer than one-third of those presently employed in higher education are directly engaged in educating—two-thirds are administering or assisting those administering. According to the U.S. Equal Employment Opportunity Commission, there was a rapid and significant growth in nonteaching employees in institutions of higher learning between 1975 and 1985. It is worth noting, however, that over the same period enrollment grew by 9.5 percent, so that in 1985 there were fewer full-time faculty per student in American institutions of higher learning than in 1975. The steady drift toward fewer full-time faculty per student has continued into the 1990s in both public and private institutions. The trend in administrative bloat has been uninterrupted. There are, for example, more specialists involved in public relations and marketing. One study shows that between 1985 and 1990, other professionals grew by 28 percent, executives by 14 percent, and faculty by less than 9 percent. Between 1985 and 1990, institutions of higher learning hired about twice as many nonteaching staff members as faculty members. In the 1980s, at some large research universities such as the University of Pennsylvania and Ohio State University, nonteaching professionals increased by over 100 percent. One cannot help but note the irony in the fact that at a time when colleges and universities were most loudly marketing themselves as institutions particularly committed to teaching, the proportion of employees who actually taught was steadily decreasing. The question that needs to be asked, of course, is: how much administrative growth was truly necessary during this period?

Current trends in obstetric and gynecologic academic faculty manpower

Five prior academic manpower studies were completed by ACOG and the Association of Professors of Gynecology and Obstetrics in 1977-1990. In the current survey, a similar questionnaire was sent to the 130 accredited medical school departments of obstetrics-gynecology; 127 responded. The mean number of full-time faculty members per department is 25.8, an increase of 14% over the last 4 years. Among faculty, women constitute 30.4%, an increase of five percentage points since 1990. Certified subspecialists on faculties have increased 27% in the last 4 years, but decreasing percentages of all subspecialists are in faculty positions compared with private practice settings. Chairmen remain optimistic about continued faculty growth despite the inroads of managed care.

Educational Programs in US Medical Schools, 1994-1995

This is a time of considerable uncertainty about the future of medical education. There are threats to medical school finances from state and federal levels. While medical schools derive only an average of about 11% of total revenues from state and local sources, these funds potentially give states the basis for imposing specific mandates on medical schools, in areas such as enrollment levels, curriculum content, and a desired specialty mix of graduates. Medical schools appear to be changing at varying rates in response to the health care system, including the growth of managed care. While the total number of full-time faculty members continues to increase, there are regional differences. It is unclear how the faculty size and composition ultimately will be affected or what implications this will have for educational programs. A number of medical schools are expanding into the community to ensure a patient base, and educational opportunities for medical students appear to be increasing in the community, including some limited use of managed care organizations. as educational settings. Medical school practice sites in the community have the potential to exacerbate "town-gown" tensions in the increasingly competitive health care environment. This, in turn, could jeopardize community-based medical education by the large number of practicing physicians who serve as volunteer faculty members and who are a valuable resource. Care will need to be taken to minimize these tensions as much as possible. As the health care system becomes even more competitive, concerns are being raised about whether volunteer faculty will continue to serve without compensation. The ability to begin to compensate community physicians who serve as teachers could be affected by decreasing medical school revenues from patient care, which, in the past, have been used to support activities such as community-based education. This is a time for strong and visionary academic leadership: medical schools must not only adapt to a changing health care system, but also maintain excellence in education, research, and patient care. This annual article will continue to describe the efforts of educational programs to do so.